Developmental Language Disorder

Question 1

language disorder

Answer 1

• umbrella term
• likely to endure into middle childhood/beyond with significant impact on social interactions on educational progress

Question 2

language disorder branches

Answer 2

• Developmental Language Disorder (DLD)
• Language Disorder associated with X

Question 3

DLD

Answer 3

language disorder with no known associated differentiating condition

Question 4

Language Disorder associated with X

Answer 4

• language disorder occurring with a particular biomedical conditions
• ASD, down syndrome, acquired aphasia, intellectual disability, sensorineural hearing loss

Question 5

children with SLCN branches

Answer 5

• language delay
• language disorder
• language difference

Question 6

SLCN

Answer 6

speech, language, and communication needs

Question 7

language difference branches

Answer 7

• EAL
• low socio-economic stats

Question 8

variation in terminology due to…

Answer 8

lack of agreement on criteria for language disorder

Question 9

lack of DLD terminology lead to…

Answer 9

• barrier to identification
• literature/research
• contributed to the condition not being well recognized
• lack of awareness

Question 10

CATALISE study purpose

Answer 10

• reseach a consensus on criteria for accessing specialist services
• terminology to describe language disorders

Question 11

CATALISE study in-text citation

Answer 11

(Bishop et al., 2016)

Question 12

cons of DLD terminology

Answer 12

• “developmental” suggests it emerges on the course of development and can be outgrown
• “development” not helpful for older adolescents or adults with the disorder
• difficult for parents to understand

Question 13

pros of DLD terminology

Answer 13

• “disorder” aligns with other labels (autism spectrum disorder, developmental coordination disorder, etc.)
• “disorder” is preferable to “delay”

Question 14

DLD definition

Answer 14

• ongoing/persistent language difficulties learning and generalizing language
• impacting on everyday social interactions or educational progress

Question 15

DLD 1-2-3

Answer 15

1. difficulties with talking and/or understanding
2. hidden but common
3. support can make a real difference

Question 16

risk factors from case history

Answer 16

• family history of language disorders or dyslexia
• male
• younger sibling in large family
• poverty
• fewer years of parental education

Question 17

possible disorder that co-occur with DLD

Answer 17

• attention (ADHD)
• motor (dyspraxia, dysarthria)
• literacy (dyslexia)
• speech difficulties
• limitation of adaptive behavioe
• behavior/emotional difficulties
• auditory processing (APD)

Question 18

causes of DLD

Answer 18

• neuro-developmental disorder
• complex and multi-factorial
• combined influence of genetic and environmental factors

Question 19

DLD areas of difficulty

Answer 19

• receptive language
• expressive language
• syntax and morphology
• vocabulary and semantics
• discourse
• pragmatics
• verbal learning/memory
• phonology

Question 20

(true/false) there needs to be a large discrepancy between verbal and non-verbal ability for a diagnosis of DLD

Answer 20

false

Question 21

borderline low IQ diagnosis:
low IQ diagnosis:

Answer 21

• DLD
• Language Disorder associated with X

Question 22

(true/false) use of cognitive referencing/discrepancy scores to diagnose is no longer recommended

Answer 22

true

Question 23

criteria for accessing language class

Answer 23

-2 standard deviations in receptive, expressive, or both

Question 24

what standard deviation measures (from formal assessment) may indicate persistent language difficulties with functional impact

Answer 24

-1.25 or -1.5 SD

Question 25

>5 year old language difficulties = ?

Answer 25

more likely to have a functional impact

Question 26

possible features of DLD in preschool

Answer 26

- limited sound inventory - late emergence of 2-word phrases - not understanding simple commands - unintelligible to close relatives

Question 27

possible features of DLD in school

Answer 27

- difficulty understanding spoken and written language - problems making sentences - sequencing ideas - issues with narrative - word-finding difficulties - limited vocabulary and difficulties learning new words - literacy difficulties - limited friendships and poor peer interaction

Question 28

possible features of DLD in adolescence

Answer 28

- difficulty making inferences - difficulty understanding language-rich academic subjects - difficulty understanding non-literal language/ambiguity - verbose or use circumlocution

Question 29

assessment for DLD includes

Answer 29

- case history (risk factors) - clinical markers - standardized, age normed, or criterion based assessment - observations in a variety of settings - multiple sources of information (caregiver, teacher, child) - response to intervention/dynamic assessment

Question 30

clinical markers for DLD

Answer 30

- poor non-word repetition - poor sentence repetition - poor use of verb inflections

Question 31

what response to intervention supports a DLD diagnosis

Answer 31

slow progress in therapy

Question 32

why do we need to consider parental involvement in therapy

Answer 32

parental involvement can be a factor in facilitating or hindering a child's progress

Question 33

multilingual consideration

Answer 33

- history of language exposure and experience - assessment over time/dynamic assessment - response to intervention

Question 34

is there an over or under-diagnosis of multilingual children

Answer 34

over

Question 35

socially disadvantaged background considerations

Answer 35

- over or under-identified - no distinctive language profile associated with social disadvantage - tests may favor world knowledge, language experience, and literacy

Question 36

risk factors at referral

Answer 36

- family history - recurrent otitis media - no babble - limited reciprocal interaction/communication - poor joint attention - limited use of gesture - underdeveloped play skills - poor motor control

Question 37

poorer prognostic indicators (IASLT, 2017)

Answer 37

- receptive language difficulties - lower nonverbal IQ - poor use of gesture, imitation, joint attention

Question 38

<3 years old poorer prognostic indicators

Answer 38

- difficult to predict - many late talkers catch up (consider assessment in 6 months if there are no risk factors) - failing to combine words at 24 months - receptive language difficulties, limited gesture or imitate body movements

Question 39

the more language areas that are impaired the more ?

Answer 39

likely that difficulties will persist

Question 40

good prognosis for preschoolers who struggle only with ?

Answer 40

expressive phonology

Question 41

language difficulties evident at age ? are likely to persist

Answer 41

5

Question 42

Irish DLD prevalence rates?

Answer 42

- no Irish prevalence studies - IASLT (2017) suggests 6%

Question 43

DLD long outcomes

Answer 43

- can socially adjust and have good social outcomes and emotional development - may have poor self-esteem, mental health difficulties, poor social functioning

Question 44

role of SLT in supporting children with DLD

Answer 44

- support across the lifespan - person-centered - meaningful impact on social, emotional, behavioral, and vocational functioning - coordinated collaborative approach (MDT) - measure outcomes and capture change appropriately

Question 45

language class

Answer 45

- specialized educational placement for children with DLD - within a mainstream school - 1-2 years - small class sizes - intensive SLT input - referral process - positive outcomes